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2022 Treasure Mountain 7 Research Symposium & Thinktank: MediaSmarts Keynote & Digital Tools and Expertise for Resilient Learning


The seventh iteration of the Canadian School Libraries Treasure Mountain Canada Research Symposium just wrapped up in Vancouver, BC.  Canada is one of the only countries in the world without a national education strategy, though weirdly we have an international education strategy – just not one for Canadians in Canada.  That is strange, right?

TMC is an opportunity for teacher librarians to escape Canada’s provincial education silos and share common challenges (which are very similar).  By sharing these problems and brainstorming solutions, best practices and future-ready strategies emerge. Wouldn’t it be efficient if the whole country were engaged in this powerful professional practice instead of repeating the work over and over (if at all)? Yet many provinces were not not in attendance. I’m still struck by how there is no such thing as “Canadian Education”, which has lasting implications for equity in our country.  Some provinces have cut teacher librarians entirely from their schools, preventing any of their students or staff from benefitting from these information literacy specialists – and these cuts happened during an information technology revolution when a guiding hand would have been most helpful.

We’re in the middle of an information
revolution and your school system
wants to remove all the information
specialists?  What an odd choice.

I’m not a librarian, but I’m married to an awesome one.  Last time we flew out for a Treasure Mountain conference in BC my son and I went for a long ride up the empty coast of Vancouver Island while the librarians gathered, but this time I was in the room as the paper Alanna and I co-authored was featured in the event.

Treasure Mountain attracts librarians who are working to put school library learning commons squarely in the role of digital literacy development. This event was full of energetic thinkers who were digitally literate and well aware of the ongoing digital skills crisis happening across Canada.

Our presentation was about how using industry standard project management tools and organizational strategies not only prepares students for life after graduation, but also provides them with the organizational tools they need to be both resilient and successful, even when our school systems stagger under the weight of multiple pandemic shut-downs.

Being able select the right tools and move between digital and real-world information allows students to attend class, stay organized and continue to author their own student-led projects no matter how much chaos surrounds their learning.  Digital skills development and knowledge of a swiss-army knife of readily available digital tools could make our education systems pandemic-proof, if only we’d do it.


We shared examples of successes that demonstrated equity and inclusion as well as providing other examples of student-centred empowerment in learning through effective project management.  The tool we used was Trello, based on the academic research Alanna was doing at Royal Roads University in the spring of 2020 when things fell apart.  The project management theory her post-graduate class was studying was applied directly in my game-development class, saving both student-led projects from almost certain disaster; it’s a great example of a cross-pollination of ideas and shows how having a masters-TL in the room can help even a veteran teacher find effective learning tools.


***

Treasure Mountain is very much a hands-on experience with everyone participating and collaborating on developing ideas.  Those ideas are brought forward by the participants.  This year there were 27 (!) papers submitted on subjects ranging from how to audit your book collection to enhance diversity and how to keep an LLC operational during a pandemic, to how to embrace emerging digital literacies.  In my new role at ICTC I am especially interested in that digital literacy development.

Another example of the many cracks in
Canada’s siloed education approach.

The morning keynote by Matthew Johnston, the educational director of MediaSmarts, an organization dedicated to improving media literacy in our students, focused on explaining how things had changed since pre-internet broadcast media.  The multi-directional web of media we now find ourselves in implicitly demands digital fluency, yet we still fail to engage these digital literacies by systemically teaching them.


This isn’t just a Canadian problem, as code.org states, most schools don’t have a computer science program (ours got locally cancelled during the pandemic).  Even though there has been a recent push to put coding into Ontario elementary curriculum, it’s being delivered by teachers with little or no technology fluency themselves, and coding is only a tiny part of a much larger and more complex digital/media literacy framework.

Library learning commons are an ideal place to begin this work as (when they’re well run) they act as a shared space for engaging with emerging digital/media fluencies.  Librarians have always been information management specialists – the mediums may change, but the fundamentals of rigorous inquiry and source assessment don’t.  A digitally fluent librarian makes the LLC central in 21st Century learning models that effectively leverage digital tools.

Before the Friday night awards ceremony, Alanna and I did an interview with Dr. David Loertscher, one of the conceptual founders of the learning commons model.  David was curious as to how digital tools could be used to amplify and organize student-directed/inquiry based learning models, and our talk gave us a chance to clarify our own understandings too.  It’ll eventually be available on Dr. Loertscher’s ALiVE Virtual Library.  It’s collaborative opportunities like these that help pave a pathway into the future that will not only make library learning commons relevant to student experience, but will also provide the framework for much needed digital skills system building capacity.

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The 2022 BCTLA Conference

 


The BCTLA conference prior to Treasure Mountain Canada 2022 (where Alanna I were presenting) was challenging in all the right ways.  David Robertson’s opening keynote cajoled the audience with humour and deeply personal insights around why it’s so important to give indigenous authors (ideally through an indigenous press) control of their own stories as a vital part of reconciliation. As a writer myself I’ll go out of my way not to write indigenous characters in, no matter how well intentioned, because that has been happening for far too long.

David’s talk was full of humour and hope. He wrapped it up by pointing out how far Canada has come in the past two decades. There is still much to do, but librarians making sure books by indigenous authors about indigenous lives are on the shelves is a big step toward helping Canada wake up from its troubled and often hidden colonial past.

Ivan Coyote’s closing keynote was equally powerful. I’ve learned that it isn’t a BCTLA keynote unless you cry. Ivan has a magical ability to move between poetry and accessible, colloquial prose that is both jarring and profoundly honest. I’ve long struggled with my own gender and don’t feel comfortable with my pronouns, but I am what I am and, also being autistic, don’t have the social energy or expertise to fight that battle.

The stories of non-cis kids leaving small towns even as those same small towns complain about a lack of doctors and other professionals was both funny and sad, and rang true with my experiences trying to provide safe spaces for ‘atypicals’ in my own small town school where gendered sports teams based on cisgendered norms drive school community in almost every sense.  Ivan’s honesty made me more vocal about my own differences during our presentation and might let me get a bit closer to what I am when I’m not pouring myself into the mould that everyone expects when I’m in the public eye.  That’s a powerful influence from a conference keynote!


In between the keynotes I attended a great engineering design process seminar with UBC’s GeeringUP engineering outreach students.  UBC’s GeeringUP program offers many online STEM resources for students and educators.  Are Ontario colleges and universities doing this kind of k-12 engagement?  If not, why not?  Fortunately, UBC isn’t stingy about sharing its engineering resources.

When I wasn’t in keynotes or seminars I was getting the broken school wifi to work so I could support rookie CyberTitan coaches five time zones away as they took their students through the first round of CyberPatriot.  That a major school system in one of the biggest urban centres in the country struggles to provide basic connectivity says something profound about the digital divide Canada is facing.  There are many components to developing effective digital learning, starting with connectivity and technology access.  If we have trouble making the fundamentals work in a place where there are really no excuses, how are the millions of rural educators and students (including the vast majority of indigenous educators and students) across Canada feeling everyday?  You can’t even begin to address digital illiteracy when there is no connectivity.  There is much work to do.

We wrapped up the BCTLA conference in a state of emotional exhaustion, but with minds brimming with possibilities.  To see librarians taking on these national equity initiatives through ensuring access to books and media by and for the persecuted, often with unclear support from their own school systems (there was much talk about hate-filled attempts to co-opt trustee positions), was both inspiring and frustrating.  Just when you think Canada might wake up from its shadowy, hate-filled colonial history and take a step into a brighter more inclusive future, that darkness reappears as twisted jingoism.

The BCTLA Conference was powerful in many ways, and after only a couple of hours to catch our breaths we were back at it for the Treasure Mountain opening dinner.

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More Motorcycle Photography from the end of the season…

Winter’s never an easy season for a motorcyclist, and even less so in Canada where riding in it is a near impossibility.  Soon enough we’ll be buried in snow and minus double digit temperatures, but I’m not feeling the weight of it like I normally do.  A positive change in my working life, an old-bike project in the workshop and a good year of riding have me in a positive place as this riding season draws to a close.  I saw a bit of prose by Milne recently that hit the target:

“Yes, I can face the winter with calm.
I suppose I had forgotten what it was really like
I had been thinking of the winter as a horrid wet, dreary time.
Now I can see other things—crisp and sparkling days, long pleasant evenings, cheery fires.
Good work shall be done this winter.
Life shall be lived well.
The end of the summer is not the end of the world.”

– A.A. Milne

I got a lot of miles in on both bikes this year, but the Tiger takes it for a couple of reasons.  FIrst of all, after some satisfying maintenance over the winter, it’s better than it’s ever been with new sprockets getting me close to 60mpg and the ultrasonically cleaned fuel injectors that have completely resolved the stalling issues from last year.  When the Concours got a flat just before the biggest ride of the summer, the Tiger stepped up and took on that cross province trip without missing a beat.  Love that bike!

This is why the Tiger still adorns the header on the blog even though several bikes have come and gone in the meantime.

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Creating A Canadian Cybersecurity Ecosystem

Last week I attended my first conferences in a long time. Someone will have to explain to me why classroom teachers have no access to professional development like this. On Wednesday and Thursday morning I was at SecTor in Toronto, making many new contacts in industry and realizing that the vast majority of companies on the front lines of cyber-defence in Canada are eager to help both the public and public education get a handle on cybersafety and digital hygiene. On Thursday afternoon and Friday I was at the University of Waterloo for their Privacy & Cybersecurity Conference. These were two very different conferences with SecTor clearly focused on industry and sales and Waterloo’s CPI on academic research and strategic thinking, but you’d be amazed how well the two fit together. I really wish they’d arrange things so people could do one and then the other instead of overlapping them, but that failure to look after each other symbiotically is emblematic of a larger problem in Canada.

I had a great chat with a colleague at ICTC a few weeks ago where he described his approach as ‘serving the ecosystem’, which I intend to emulate.  He sees ICTC’s role as helping everyone working in Canada’s digital skills development space to meet the council’s mission, which is to strengthen Canada’s digital advantage in an ever more connected and volatile global economy.  This sounds like a big ask but I believe in the goal, and that belief gives me the energy to take on this seemingly insurmountable task.
One of my favourite moments from the Waterloo CPI conference was when one of the audience, after listening to how five universities are connecting to each other, interrupted with a clear and present warning.  He guaranteed that in the next five years Canadians are going to be sitting in the dark after a cyber-attack from a well developed foreign aggressor.  When we’re all sitting there in the cold and dark with no electricity, gas or communications, will we think we’ve done enough?  Intense, right?
Early in the talk that question came up in, the head of TMU’s CyberSecure Catalyst was talking about how he headed to Israel to see how they created a world-class cybersecure ecosystem in the most challenging of circumstances.  His takeaway?  The Israeli system is predicated on familiarity, trust and connectivity.  After only a month and a bit observing Canada’s approach, it seems we’re doing the opposite.  I’ve stumbled across excellent resources in both government academia and industry, but each one is working from its own funding formula and entirely focused on meeting the targets in that formula.  Even our connectivity is fractured with numerous ‘networks’ forming independently of each other, all with the idea of uniting us.  It’d be funny if it weren’t so absurd.  Here are a few of them:
They’re all doing good work, but they’re doing it in silos and in many cases repeating material found in other programs.  It’s neither efficient nor is it anything like the Israeli approach of centralized trust, familiarity and cooperative development.  I’m not surprised that, after announcing yet another Canadian network that’ll cure our cyber-skills shortage (which is so bad that the government says we need to bring in talent to fill the gap), that guy in the audience lost his patience.
“The siloed approach we know doesn’t work anymore. We think it should change and this budget didn’t give us the warm fuzzies.”
Christyn is exactly right, Canada’s initial approach of jumpstarting as many programs as it could to try and cover the cybersecurity shortfall doesn’t scale well now that cybersafety is a part of everyone’s lives from individuals and small businesses all the way along to multi-national corporations and federal governments.  COVID only accelerated our dependence on digital connectivity yet we continue to lag behind in terms of cyber capacity, especially in education.
At the conference, Ontario’s Ministry of Economic Development representative kept describing Ontario’s many cyber-focused companies and educational organizations as an ecosystem, but a lot of potted plants all sitting in the same area are not an ecosystem, which is exactly Canada’s problem.
How Canada is approaching cybersecurity capacity development.

 

How Israel does it – with trust, interconnectivity and familiarity – no silos, and everyone looking after each other.

 

Canada needs to work together to create a national focus on cybersecurity skills development starting in elementary school with integrated digital hygiene and cybersafety learning that leads to middle school access to programs like CyberTitan that introduce students to hands on I.T. skills that demystify the subject and open up pathways.  In high school everyone should be learning essential digital skills (which are atrociously poor – more than 80% of successful cyber-attacks are the result of user ignorance) as a mandatory course. Students interested in pursuing cybersecurity should have early access to coop and STEM programs that will set them on the right track for post-secondary – no adult upskilling required.  This is also where we need to address how our high schools genderize pathways, knocking many girls out of these opportunities.
If we can demystify cyber in k-12 we will be able to graduate cyber-safe students who are able to operate in our interconnected digital economy in every pathway.  Digital fluency and access to cyber-opportunities is, of course, also an equity and inclusion issue; these opportunities aren’t just for wealthy, urban boys, though they continue to dominate the industry.  Emerging digital careers tend to be more future proof and higher paying, and everyone deserves a crack at them.
Canada is the only major federation and one of few countries in the world without a national education standard, leaving our minors open to wildly differing political influences and support in our schools; there is no such thing as ‘Canadian Education‘.  Rather than start with central administration, I think Canada should start with a canadian student bill of rights to protect minors from these changeable winds, but I digress.  Canada’s fractured approach to education (like its fractured approach to cyber) means that we need to reach a critical mass with government and industry partners in order to break into the siloed world of canadian public education.  But with no central authority to get onside, a win in Ontario does not mean a win in Quebec, or anywhere else in the country.
Canada’s patchwork approach to governance along with its challenging geography means we’re facing barriers that Israel and other world leaders in cyber have never had to contend with, which is precisely why we need to pool our resources, grow an interconnected ecosystem of pubic and private cyberskills supporters and then take on this seemingly insurmountable task.
Cybersecurity might sound like an esoteric reason for this big of a challenge, but cyber lives at the pointy end of a pyramid of digital infrastructure needs that Canada is still sorely in need of developing.  Focusing on cyber means we’re also focusing on equity and inclusion by connecting everyone, including remote northern communities, new Canadians and people who can’t afford Canada’s monopolistic telecom infrastructure, to the digital economy.  To get to cyber we need to get through device accessibility, network connectivity and digital skills development, which is why it’s a worthy strategic goal.
The trick is going to be getting all these disparate interests to unite in order to tackle Canada’s unique and challenging geography and history – otherwise we’re all going to be sitting in the cold dark in a few years wondering why we didn’t do more when we could have.
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The 4th Industrial Revolution

 

An early 20th Century office – you don’t have to think too hard to see what classrooms were modelled on. Teaching tech in one isn’t any fun, especially when you’re buried in massive classes.

If you’re in education you’re probably still teaching ‘the’ industrial revolution.  Our subjects are still siloed and scheduled that way.  There is little different in school organization and planning from how an early 20th Century office operated… and we’re still focused on producing graduates for that non-existent office.  It’s probably just a habit.  Public education was formed in the first industrial revolution and copied many of the forms from that time.  What’s frustrating is that these systems are unable or unwilling to change now.

When I became a technology teacher I quickly learned that there is ‘hard’ tech and ‘soft’ tech.  I found those descriptions amusing because the hard techs often had low expectations and my ‘soft’ techs had more demanding expectations, to the point where my principal told me I had to make them easier.  I preferred using traditional tech and future tech, which turns out is how most of the world sees them.

In traditional tech you’re doing wood and metal working and auto mechanics following Industry 2.0 processes (hands on fabrication).  Having come from millwrighting and spending a significant proportion of my free time working on mechanics, I have a love of working in these traditional skills, but if we’re aiming students at skilled trades we’re decades out of date.

Yep, there are four industrial revolutions, and most of the world is at about 3.2 on their way to 4.0.  In education we’re still rocking Industry 2.0 in most tech classes.

 

There are inherent dangers with traditional techs.  Industrial machines can cut and burn you if you aren’t careful, especially if you’re going to teach these skills in an Industry 2.0 hands-on way.  As a result, these classes are capped at 21 students and often run with significantly fewer.  My ‘soft’ tech classes, even though we were operating soldering irons and power tools and working with live electricity that could kill, were capped at 31 and ran in a classroom rather than a dedicated technology space.  The icing on the cake was when, during COVID scheduling, all my colleagues went home at lunch to ignore eLearning in the afternoon (because you can’t teach ‘real’ tech like that) while I was teaching my second cohort of students in-class while simultaneously juggling eLearning because there were no other qualified teachers to do it.  This might sound like a lot of moaning but it demonstrates in a systematic way how education is mis-labelling in-demand skills and unevenly distributing limited resources to teach what is actually needed.  It turns out what we were covering in ‘soft’ tech has more to do with manufacturing than most of what was happening in ‘hard’ tech classes.

The rest of the world has already experienced three industrial revolutions and is now deeply immersed in an emerging forth one.  If you’re going to be teaching skilled trade technologies you need to be focusing on robotics and IT automated systems, and that’s if you’re aiming at the last Industry 3.0 targets.  If you’re aiming to make students ready for the world of work they’re going to enter, you should be teaching machine learning, IoT (internet of things – ie: smart devices with networked sensors) and even AI (also things we cover in computer technology, except it’s all applicable to manufacturing).

Cloud based computing?  Cybersecurity?  Autonomous robotics?  Big data analytics?  IoT?  Augmented reality?  Every single one of these things we covered in my computer technology class.  If education wasn’t stuck in a when-it-was-formed mindset, we’d be able to prepare students for the world they’re going to graduate into.

The nomenclature matters because it’s used to direct funding.  The current government in Ontario is very focused on skilled trades, which is a good thing because our academically run education system isn’t kind to non-academic students, but the definitions it operates with aren’t accurate.  My son just started working at the factory around the corner.  They’re in an Industry 3.0 strance with non-machine learning (programmed) robots doing repetitive work (including welding which is still taught by hand in manufacturing classes like it’s 1960).  They need humans to do the in-between work, but the new factory going in next door will be fully automated and will leverage Industry 4.0 to the point where there will be few manual labourers but many more IT and robotics technicians (if they can find them) along with a plethora of support services such as cybersecurity and cloud services to make this highly efficient process hum.

Guess where all those manufacturing job skills are happening?  In poorly resourced/treated as a second thought computer technology classes.  Ontario needs to wake up and revise its technology curriculums to align with the technology students will be expected to know when they leave the make-believe world of education.

I was talking to the dad of a former student a couple of weeks ago.  His son got into robotics in my program about 5 years ago.  He graduated, went to college for a robotics technician qualification and has never been unemployed since.  He currently works for Toyota Canada and is being sent down to the States to learn the new welding processes their robots will use.  Those are the same robots my son is working with around the corner.  This is pretty thrilling for me as a teacher from a manufacturing pipeline perspective.  I have a former student coding the robots that recent grads are using in their work… in manufacturing.

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CyberDay & CyberTitan: cybersecurity in your classroom for cyberawareness month

The idea of bringing cybersecurity awareness into a public school classroom makes many people uneasy, but as I said in a recent interview, “Cyber is never as complicated as you think it is, don’t let the lingo and media scare you off.”   There are a couple of events happening in October, which is cybersecurity awareness month in Canada, that’ll give you the resources and connections you need to explore cybersafety in your classroom.



CyberDay is the gentle introduction to cybersafety, privacy and cybersecurity.  


It’s happening on October 18th and the Knowledgeflow Cybersafety Foundation has been working like beavers to put together interactive resources and talks with experts that’ll make cyber accessible to everyone.

CyberDay is all online and you can pick and choose what you want to use in your classroom.  It could be a short lesson, a longer activity or even a whole day event depending on how you want to use it.

Sign up is on the site and you can even do some preliminary learning with it by having students submit questions to experts.  If you don’t think you have students in your class who are curious about hacking then you’re not getting where they spend most of their time (it’s online).  In this event students can ask white hat hackers and pentesters about their work.  That might lead more students to consider cybersecurity pathways which are in such short demand that Canada is looking overseas to bring people in because we’re not producing these careers at home.

As they say on the site, “Cybersafety is a team sport”.  You’re not alone in broaching this sometimes unnerving subject, you only need to connect to CyberDay to see how much help is on hand.


In case the ease of access isn’t compelling for you, perhaps the idea that if we’re going to use interconnecting education technology in our classroom, we should be covering best practices with our students will.  I attended a conference last week where Michael Canuel from LearnQC trotted out some current stats that should make you sit up and take notice:

  • (a staggering) 98% of data breaches are caused by user error or cyber-illiteracy. If we took steps to improve cybersafety awareness in education, we would all but solve the current wave of cyber-attacks on the education sector.

  • cyber-awareness is vital to protecting our critical infrastructure. Canada now considers information technology to be a critical infrastructure (because it also runs all the other ones)
  • cyber-skills are part of a collection of digital literacy skills that extend well beyond coding
The need for better cyber-awareness should be self evident, but what isn’t (to me) is why public education seems to go out of its way to ignore it.  While listening to Michael’s talk about the poor state of cyber-skills in Canadian education, I couldn’t help wondering if it isn’t intentional.  Many public education organizations have vested political interests in keeping the status quo.  From a professional perspective I was left desperately hoping that educators aren’t intentionally ignoring privacy and cybersafety skills in order to sabotage eLearning.  CyberDay would be a great first step in proving that skepticism misplaced.

One of the angles I was considering for CyberDay was just how well suited it is as a library activity.  I did a piece for the Ontario Library Association’s Teaching LIbrarian online magazine about how cybersecurity (as a digital literacy) makes a perfect connection with the roll a modern learning commons has in our schools.


Library learning commons are often the first point of contact for emerging technology.  Way back in middle school in 1982, I first laid hands on a computer in our school library when we set up Commodore PETs and saw the neon green wonder of coding for the first time.

I’m hoping I can connect with the OSLA about reaching out to librarians over the next couple of weeks in order to empower them to take on this latest in a long line of emerging digital literacies.  Cyber isn’t as scary as you think, and it’s a great opportunity for iterative and immersive learning.


CYBERTITAN:  Canada’s student cybersecurity competition


CyberTitan has been running since 2017/18 in Canada as part of CyberPatriot, the US Air Force Association’s now international student competition.  If you’re read Dusty World before you know that this contest has not only opened up pathways for my students, but also played a major role in my own professional development.  I’m a huge fan of the competition and would love to see more Canadian educators get on board with it.

CyberPatriot has a live map of registered teams on their site.  As you can see, compared to the United States, Canada’s engagement with the competition has been… less.  I’m particularly focused on connecting under-represented groups in the competition.  When I coached the first ever top all-female team to the national finals in 2019, I became aware of just how toxically masculine cyber can be.  I’d move mountains to get more female (including non-binary and female identifying) students into it.  I’d move more mountains to get BIPOC and indigenous students on board too.  The finalist teams all tend to come from major cities and specialist schools which tend to cater to socio-economically advantaged youth.  Cyber isn’t an urban/wealthy issue, it’s an all-of-us issue, and rural communities, families and businesses are just as in need of safe and secure connectivity as everyone else.

You can see what the competition is about from this Prezi that the mighty @oksarge and I presented at ECOO summer camp in 2020.  Students learn hands-on defensive IT skills by fixing compromised WIndows and Linux operating systems in virtual machines.

Learning to wrangle virtual machines is a big part of CyberPatriot.  You’ll find this technology to be an incredible tool for teaching computer technology. You can abuse VMs in all sorts of ways that’d make your IT department faint, and when it all goes wrong?  Just close the window.


VMs are simulated computers that happen inside a window, so you could run Apple OSx in Windows, or Windows in Linux using a VM.  Because it’s all virtual there is no chance of spreading malware from inside a VM, which is why they’re used in cybersecurity.  Learning virtualization technology like this is really eye opening for students, and it’s not nearly as tricky as you think it might be.


Our lab goes full disco during a CyberPatriot round.  It’s a six-hour competition window.  Pizza is brought in and snacks are available.  Students dig right to the end, making a mockery of the idea that kids today have no attention span.

The competition is exciting and students genuinely enjoy it and return year after year.  Live world wide scoring pits them against students from around the world, so if they’re competitive they can follow the scoreboard and dig for points, but CyberPatriot can also be played from a purely educational perspective where students still benefit from the teamwork, iterative problem solving and cyber-skills development.  Our junior teams are always reminded that this is a reconnaissance season with no expectation of winning.  Learn the ropes and get into it.  Many become competitive anyway because (here it comes again): cyber isn’t as complicated as you think it is.

Sign up is due by October 5th, but no money is due then (fees are waived for non-male teams) and I’ve always found that SHSM and other student success initiatives are eager to help cover costs (which aren’t due until mid-November).  The swag is excellent (t-shirts, medals!) and once students understand how it all works they always say the same thing (here it comes again), “it’s not as hard as I thought it would be.”  That’s cybersecurity in a nutshell.

Libraries would be another great focus for CyberTitan, where students could access the technology they need and develop their library and librarian coach into a cyber-aware school-wide resource.  My students have used the skills learned in CyberPatriot to help our school with technical support and many went on to support local businesses as well.  The benefits from this are many, we just need to get more Canadian educators to take that step and sign up a team. Once they do, they’ll be back!

It’s still true!  If you’d like to talk about running a high school team, I’ve got lots of experience and would be thrilled to help you get going.  Krista ran a very successful middle-school team in her first year coaching and can talk you through what to expect in that division.


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CyberDay and CyberTitan: Cyber isn’t as difficult as you think it is…

The idea of bringing cybersecurity awareness into a public school classroom makes many people uneasy, but as I said in a recent interview, “Cyber is never as complicated as you think it is, don’t let the lingo and media scare you off.”   There are a couple of events happening in October, which is cybersecurity awareness month in Canada, that’ll give you the resources and connections you need to explore cybersafety in your classroom.

CyberDay is the gentle introduction to cybersafety, privacy and cybersecurity.  

It’s happening on October 18th and the Knowledgeflow Cybersafety Foundation has been working like beavers to put together interactive resources and talks with experts that’ll make cyber accessible to everyone.
CyberDay is all online and you can pick and choose what you want to use in your classroom.  It could be a short lesson, a longer activity or even a whole day event depending on how you want to use it.
Sign up is on the site and you can even do some preliminary learning with it by having students submit questions to experts.  If you don’t think you have students in your class who are curious about hacking then you’re not getting where they spend most of their time (it’s online).  In this event students can ask white hat hackers and pentesters about their work.  That might lead more students to consider cybersecurity pathways which are in such short demand that Canada is looking overseas to bring people in because we’re not producing these careers at home.

As they say on the site, “Cybersafety is a team sport”.  You’re not alone in broaching this sometimes unnerving subject, you only need to connect to CyberDay to see how much help is on hand.

In case the ease of access isn’t compelling for you, perhaps the idea that if we’re going to use interconnecting education technology in our classroom, we should be covering best practices with our students will.  I attended a conference last week where Michael Canuel from LearnQC trotted out some current stats that should make you sit up and take notice:

  • (a staggering) 98% of data breaches are caused by user error or cyber-illiteracy. If we took steps to improve cybersafety awareness in education, we would all but solve the current wave of cyber-attacks on the education sector.

  • cyber-awareness is vital to protecting our critical infrastructure. Canada now considers information technology to be a critical infrastructure (because it also runs all the other ones)
  • cyber-skills are part of a collection of digital literacy skills that extend well beyond coding
The need for better cyber-awareness should be self evident, but what isn’t (to me) is why public education seems to go out of its way to ignore it.  While listening to Michael’s talk about the poor state of cyber-skills in Canadian education, I couldn’t help wondering if it isn’t intentional.  Many public education organizations have vested political interests in keeping the status quo.  From a professional perspective I was left desperately hoping that educators aren’t intentionally ignoring privacy and cybersafety skills in order to sabotage eLearning.  CyberDay would be a great first step in proving that skepticism misplaced.

One of the angles I was considering for CyberDay was just how well suited it is as a library activity.  I did a piece for the Ontario Library Association’s Teaching LIbrarian online magazine about how cybersecurity (as a digital literacy) makes a perfect connection with the roll a modern learning commons has in our schools.

Library learning commons are often the first point of contact for emerging technology.  Way back in middle school in 1982, I first laid hands on a computer in our school library when we set up Commodore PETs and saw the neon green wonder of coding for the first time.
I’m hoping I can connect with the OSLA about reaching out to librarians over the next couple of weeks in order to empower them to take on this latest in a long line of emerging digital literacies.  Cyber isn’t as scary as you think, and it’s a great opportunity for iterative and immersive learning.

CYBERTITAN:  Canada’s student cybersecurity competition

CyberTitan has been running since 2017/18 in Canada as part of CyberPatriot, the US Air Force Association’s now international student competition.  If you’re read Dusty World before you know that this contest has not only opened up pathways for my students, but also played a major role in my own professional development.  I’m a huge fan of the competition and would love to see more Canadian educators get on board with it.
CyberPatriot has a live map of registered teams on their site.  As you can see, compared to the United States, Canada’s engagement with the competition has been… less.  I’m particularly focused on connecting under-represented groups in the competition.  When I coached the first ever top all-female team to the national finals in 2019, I became aware of just how toxically masculine cyber can be.  I’d move mountains to get more female (including non-binary and female identifying) students into it.  I’d move more mountains to get BIPOC and indigenous students on board too.  The finalist teams all tend to come from major cities and specialist schools which tend to cater to socio-economically advantaged youth.  Cyber isn’t an urban/wealthy issue, it’s an all-of-us issue, and rural communities, families and businesses are just as in need of safe and secure connectivity as everyone else.
You can see what the competition is about from this Prezi that the mighty @oksarge and I presented at ECOO summer camp in 2020.  Students learn hands-on defensive IT skills by fixing compromised WIndows and Linux operating systems in virtual machines.
Learning to wrangle virtual machines is a big part of CyberPatriot.  You’ll find this technology to be an incredible tool for teaching computer technology. You can abuse VMs in all sorts of ways that’d make your IT department faint, and when it all goes wrong?  Just close the window.

VMs are simulated computers that happen inside a window, so you could run Apple OSx in Windows, or Windows in Linux using a VM.  Because it’s all virtual there is no chance of spreading malware from inside a VM, which is why they’re used in cybersecurity.  Learning virtualization technology like this is really eye opening for students, and it’s not nearly as tricky as you think it might be.
Our lab goes full disco during a CyberPatriot round.  It’s a six-hour competition window.  Pizza is brought in and snacks are available.  Students dig right to the end, making a mockery of the idea that kids today have no attention span.
The competition is exciting and students genuinely enjoy it and return year after year.  Live world wide scoring pits them against students from around the world, so if they’re competitive they can follow the scoreboard and dig for points, but CyberPatriot can also be played from a purely educational perspective where students still benefit from the teamwork, iterative problem solving and cyber-skills development.  Our junior teams are always reminded that this is a reconnaissance season with no expectation of winning.  Learn the ropes and get into it.  Many become competitive anyway because (here it comes again): cyber isn’t as complicated as you think it is.
Sign up is due by October 5th, but no money is due then (fees are waived for non-male teams) and I’ve always found that SHSM and other student success initiatives are eager to help cover costs (which aren’t due until mid-November).  The swag is excellent (t-shirts, medals!) and once students understand how it all works they always say the same thing (here it comes again), “it’s not as hard as I thought it would be.”  That’s cybersecurity in a nutshell.
Libraries would be another great focus for CyberTitan, where students could access the technology they need and develop their library and librarian coach into a cyber-aware school-wide resource.  My students have used the skills learned in CyberPatriot to help our school with technical support and many went on to support local businesses as well.  The benefits from this are many, we just need to get more Canadian educators to take that step and sign up a team. Once they do, they’ll be back!
It’s still true!  If you’d like to talk about running a high school team, I’ve got lots of experience and would be thrilled to help you get going.  Krista ran a very successful middle-school team in her first year coaching and can talk you through what to expect in that division.

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Moto-Media and Getting in Rides at the end of summer, 2022

Evening rides and changeable weather as the summer ends…


The Concours/1400GTR hanging out in a graveyard at sunset… as you do.







***


I’ve been playing with some design concepts for the WW2 historical fiction novel, Under Dark Skies (coming soon!).  I’m currently working on dividing the original manuscript into three young adult sized novels.  





I’m always looking for period bike images.  Never know when I might be able to use them for a reference on an original drawing.  I’ve been up to those too, creating scenes from the novel:

t-shirt transparency


Sketched variation –  I might have put my face on that subconsciously.


… and some sketched (pen and ink) scenes from the novel:




Here’s a mock-up book cover concept based on a 1940s comic book style:



I’ve been monkeying around with the blog logo too:



  


… and may eventually put a t-shirt out:


***

We managed an afternoon at SMART Adventures before the end of the summer:


It’s never a bad time, but I went in the ‘expert’ group which consisted of a dad who wanted his son on a bike that was too big for him.  The kid came off it so often that it became tedious, so we rode back to base and he switched to a smaller bike and then fell off that a lot too.  We still got some good trail riding in and our instructor (Louise) was fantastic, but ‘expert’?  Not so much.  We spent a sizable portion of our very short 3 hours picking this kid up or riding back and forth for his various equipment change needs.  His finally move was to ride into a massive puddle and drop the bike in the middle of it, causing us to spent 20 minutes getting it out and then following him and his dad as they two-upped back to the office.



I’m not sure how to address that as I’ve been going to SMART for a long time and I did have a good afternoon, but when I’m paying quite a lot of money for three hours of riding and almost a third of it is taken up with catering to what was clearly a non-expert rider, I’m left feeling (for the first time ) like I didn’t get my money’s worth.


***

We went to Stratford yesterday to Perth County Moto’s 5th anniversary.  T’was a good time.  If you find your way to Stratford, Ontario at any point, look them up, they’re right downtown: 








I got myself a vintage style dirt tracker team sweater (they’re like rugby jerseys) for a good price!

I haven’t been spending much time in the garage beyond upkeep and maintenance on the two operational bikes.  I’m saving the Bonneville project for the cold months when I need to keep my hands busy and riding is far away, though I did start re-assembling the frame (seemed like a logical place to start).


The oil filters came in for the end of year oil change (I always put in fresh oil and filter and run them through before the big hibernation).  It’s a depressing delivery, but I’ve still got another six weeks or so before the snows fall.  With the filters I got some tank pads to stop myself sliding around on the Concours.

Next week we’re aiming for the Wine y Cheese Rally on September 24th.  We’re going to head down to St. Catherines on the Friday and then be up and at it by 7am on Saturday morning.  This is the only rally we’ve been able to line up this busy summer, so I’m looking forward to it.  We’ve been fettling the Concours to make it as functional and capable as possible for this long haul.  We finished our last one on the Tiger last summer, so I’m not even super concerned with finishing so much as I am just having a good time with it.  Signups still seem to be available, so if you’re looking for an excuse to ride and ride next weekend (cooler temps but the weather looks good), then give it a go.


Gotta get time in the saddle in before the snows fall!

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Baffling 1970s British Wheel Engineering

I had a go at mounting new tires on the 1971 Bonneville project rims today, and what a pain in that ass that has turned into.  The rear tire is a mess of strange engineering decisions, including 3 holes for the inner tube valve, two of which are filled with rubber/metal pads with valve stem sized bolts sticking out of them.  Why they would do this is beyond me.  It creates a needlessly heavy wheel just where you don’t want it (where centrifugal force amplifies it at the rim when it spins).  Perhaps it has something to do with the spokes and creating a true (round) wheel by adding weight?  The rear tire went on easily enough, but the inner tube was a pain to get the valve in place and it doesn’t seem to be taking air.  I’ll have to take that apart again and figure out what the hell is going on.

Also in bizarro British ’70s engineering world, the front wheel has the valve stem hole drilled in the worst possible location, right near two spokes, which makes putting the compressor’s tire inflation nozzle on it impossible.  There are spaces all around the rim where the hole could have been drilled to allow for easier access, but the Meriden Triumph ‘technician’ threw it in there.  If there is an engineering reason for it, it’s beyond me.  Putting the hole in the space between more distant spokes shouldn’t hurt the durability, but they didn’t do that.


I’ve done inner tubes and tires for my modern Triumph Tiger recently, and just did a tubeless tire on the Kawasaki (complete with tire sensor hack), so this shouldn’t have been the faff that it has turned into.  I ended up leaving both rims sitting in the garage.  I’ll come back to it another day when I’m less frustrated by it.

Period tires from Revco look good on the rims, but the rear won’t take air and I can’t get any into the front.  Damn it.


Here’s some old Triumph ‘character’ and a bit of moto philosophy to remind me why I’m doing this…

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Crooked Paths are the Ones that Lead to Enlightenment

I’ve been relentless in my own research and development into emerging digital trends since I started teaching computer technology ten years ago – it’s why we’ve won more medals in more different Skills Ontario/Skills Canada categories than any other classroom in the province over the past six years.  Our competition successes in CyberTitan/Cyberpatriot, along with our work in Skills Ontario/Canada is one side of the equation, but where I get a real charge is hearing back from grads.  This is somewhere that public education studiously ignores (collecting data on graduates).  If I had one immediate wish for a change in public education, it would be to collect data on graduate success across all pathways.  We love flying blind in public education, that way we’re not responsible for anything other than a graduation founded on our own criteria.

A colleague is sending her son to college this year and they told incoming students that those who have taken a year off before beginning postsecondary are much more likely to finish their program.  Those who take two years off before returning are even more likely to see success.  This jives with my own post-secondary experience where I, as an adult student who left work after three years to return to school, was one of the few who could be bothered to get in for 9am classes.  It also aligns with anecdotal evidence I’m hearing from my own graduates.  It is strange that I repeatedly hear students being told that if they don’t go straight into post-secondary they’ll probably never do it.  It rates right up there with, “you’re a smart kid, why wouldn’t you go to university?”  When that advice isn’t being tested with success data, this approach seems remarkably flippant and privileged in tone.

I ran into a former student in the spring who went straight into university only to drop out in second year.  He’s now a barista.  Yesterday I had lunch with one of our strongest IT students in the past ten years (he was the only one to earn multiple CompTIA industry certifications while still in high school.  Industry certifications like this are often dismissed by traditional education institutions (mine were by the Ontario College of Teachers who gave me years of static before ‘letting’ me, a certified IT technician with years in the trade, take my computer technology teaching qualifications).  This student is currently in his coop placement in college and is taking a year off because his coop wants to hire him for a contract (in Germany!).  The college isn’t being very helpful about his stepping outside of their program plan either.  Institutions like to make sure they are at the front of the line in terms of benefitting from ‘your’ educational pathways.

I’m not the only one advocating for
a less institutionalized approach to
learning.

A career support teacher once described my own development through visual arts, millwrighting and IT to university and teaching as a ‘crooked path‘, but there is no straight path.  If you’re on that one it means you’re following institutional convenience and are and educational consumerist rather than a self directed learner.  If you’re a cradle to grave institutional educationalist (k-12 student, university student, teachers’ college student, teacher, etc), you’ve demonstrated a remarkable commitment to institutional thinking, but for those of us who want to combine complex skills across varying disciplines, or who simply would like to direct our own educational outcomes, crooked paths are the ones to enlightenment.

I struggled in public education as a student, dropping out of my grade 13 year and then following college, apprenticeship and then university pathways as I found my way to what I was supposed to be (author, artist, technician, teacher).  These decisions were often based on socio-economic difficulties (being a poor immigrant often excluded me from academic opportunities).  Something else those institutionalized pathways are is steeped in privilege.  The kids whose parents were paying for it all were also the ones who couldn’t be bothered to wake up for those 9am classes.

I’ve always considered my first-hand knowledge of the many different pathways available to students to be of great benefit as a teacher.  I can speak to students about the benefits and challenges of workplace, apprenticeship, college and university routes without having to refer them to boilerplate descriptions usually written by academics fixated on championing the institutional pathways they themselves have marched.  I’m proud of how many of my students have gone in many different directions and found success.  My own son just graduated high school and is just starting his first full time job in manufacturing in a state of the art factory and I couldn’t be prouder (he’s also making twice what the barista is and isn’t paying off student loans that never produced anything).  One of our CyberTitans from 2021 is in the process of applying directly to the Canadian Navy after working for a year (he is facing similar economic difficulties to what I faced as a young man).  I’m as proud of those students as I am of the grads who have toughed out challenging post-secondary academic programs.  Those crooked pathways aren’t easier, but they are richer experientially and no one handed them to these kids, which results in a different kind of educational empowerment.

There are forward thinking organizations out there who aren’t interested in maintaining traditional educational power structures so much as they are in empowering individuals so that they can leverage this information technology revolution we find ourselves in.  We live in a time of unique opportunities where learning could be more accessible, less restrictive and more individualized than it has ever been in history, but only if we can reduce the institutional drag we’re currently hauling with us into the future.

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